Structure–Property Relations Between Macro and Micro Representations: Relevant Meso-levels in Authentic Tasks

In chemistry education, micro–macro thinking using structure–property relations is considered as a key conceptual area for students. However, it is difficult but challenging for students and teachers. In this chapter, we have redefined this domain in terms of a coherent set of philosophical, substantive and pedagogical substructures. Starting from the philosophy that chemistry should be considered as a human activity, scientific and technological developments are interrelated with issues in society and part of our cultures. In many communities of practice in society, knowledge is regarded as a tool necessary for performing the activities of those practices. Learning chemistry can be seen as participation in relevant social practices. Within this vision, we have selected tasks belonging to authentic chemical practices in which structure–property relations were explored in different sub-domains (biochemistry, inorganic material science and organic polymeric material science). Within the substantive substructure, meso-structures are essential to iterate between the macro- and the sub-microscopic level. Interrelating structure–property relations connect student learning of these chemical concepts to the contexts of their everyday lives and to contemporary science and technological issues. Using this way of macro–micro thinking, two units for teaching structure–property relations were designed. These units focus on macro–micro thinking with steps in between: what we have termed ‘meso-levels’. The results of the conceptual analysis of structure~– property relations and how these relations are used in macro–micro thinking are discussed. We also present a first exploration of students’ learning of authentic tasks, focusing on their conceptual development.

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